Leadership Styles at the University of Memphis

Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHIS

The Leadership Practices of Dr. David M. Rudd at

the University of Memphis

Sheridan Sinclair Harris

Western

Governors University

1

Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISAuthor’s Note: The author of this paper worked for the Office of

Recruitment and Orientation and Alumni Office at the University

of Memphis for three years. The author also completed a four-year

leadership scholarship, giving her extensive knowledge of

leadership theory and operations at the University of Memphis.

A1.

The University of Memphis is a public university that was

founded in 1912. It originally served as a college for both young

men and women, where they could receive two years of high school

education and two years of college education. The school’s first

name was West Tennessee Normal School and was built on land that

had formerly served as a cotton plantation. West Tennessee Normal

School was erected to train young men and women for the teaching

profession. It has been said that every great city deserves a

great university, and that is exactly what the University of

Memphis is to the city of Memphis (“About UofM,” 2015).

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Let us fast forward to present time. The University of

Memphis is still thriving after 103 years. It is still a state-

funded, public institution and receives most of its funding from

the Tennessee Board of Regents. After 11 official name changes,

it is still recognized on the state level for its teaching

certification program, called Teaching All Learners. In

addition, the University of Memphis has obtained over 250

different program offerings, including online studies, in eleven

different colleges and schools. Some of its most recognized

programs are nursing, criminal justice, psychology and

engineering. The main objectives of University of Memphis today

are to increase enrollment numbers, obtain more funding for

student scholarships and campus improvements, while keeping

tuition competitive and affordable for students. The University

of Memphis approximates it brings an estimated 1.43 million

dollars into the local economy in Memphis (“About UofM,” 2015).

A2.

Dr. David M. Rudd is the residing president at the

University of Memphis. He took the leadership position in May

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHIS2014, after the retirement of the 11th president, Dr. Shirley C.

Raines. A national search was launched for the next president

following the announcement of her retirement. For the following

year, the university had an interim president. Once Dr. Rudd was

installed as president, the pressure was on. He was required to

make huge changes and decisions. Budget changes, administrative

changes and new construction had taken place over the year’s time

while the university was searching for a president. Dr. Rudd was

forced to be transformational leader. After 11 years of being

under the same leadership, Dr. Rudd had to convince faculty,

staff and administration to trust his new goals and vision for

the college. Transformational leaders focus on the bigger

picture, setting long-term goals for his or her organization. It

is easy for leaders to get consumed with focusing on the day-to-

day tasks of leadership and management, doing whatever it takes

to make it through the day, week or month. Transformational

leaders direct much of their attention to the future of the

organization. Dr. Rudd created visions and goals that fostered an

environment for growth and change. One of the biggest hurdles

for transformational leaders is convincing their organization to

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISbelieve in the vision that they have created for the future.

After getting his administration, faculty and staff to believe in

his new vision, his next task was to convince students to believe

in his mission. Dr. Rudd has re-created his vision for the entire

college. Without the flexibility to recreate the vision, he would

have failed miserably at becoming University of Memphis

President.

Second, Dr. Rudd’s ability to delegate is essential in the

success of the University of Memphis. Dr. Rudd sits at top of a

very complicated bureaucratic system. He is directly involved

with the goals set for each department at the university. In

contrast, he cannot physically sit in each of the offices and

listen, give advice or praise staff members. When Dr. Rudd hires

or appoints people for particular leadership positions he must

trust his team, so he may delegate future tasks to keep the

college running smoothly. Practically everything you can think of

falls under a department within the university. Food in the

cafeteria, building maintenance, recycling, parking tickets and

conference scheduling, just to name a few, are all tasks

delegated to different departments. If Dr. Rudd spent his time

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISseeing that all of these tasks are handled appropriately, he

would have little time or energy to handle the larger tasks at

hand. Dr. Rudd must trust and believe in the hundreds of people

who help him keep the University of Memphis going.

Last, Dr. Rudd is an excellent communicator. Being at the

top of a hierarchical leadership totem pole, he must maintain

communication with everyone below him. Dr. Rudd corresponds with

every office, every administrator and every student. At times,

the email might be signed “office of the president” but, he was

still responsible for coming up with the content of the email.

Good communication is key in all leadership positions, but

especially when leading so many people,

A3.

The vision and mission of the University of Memphis is a

crucial part of each student, faculty and staff member’s daily

experience. The University of Memphis is not typically a “first-

choice” college, for the majority of students. There is a high

number of non-traditional, adult learners and commuter students.

Since the University of Memphis college culture is vastly

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISdifferent from other colleges, it is important to reiterate the

missions and goals in the classroom often. Faculty and staff are

managed closely by department chairs and administration. Even

students can see the presence of the different levels of

management at the University of Memphis. Faculty and staff remain

at the University of Memphis because they care about helping

others grow and learn. On the other hand, without Dr. Rudd’s

motivation to achieve the missions and goals set year after year,

the faculty and staff would leave. Since the University of

Memphis is nontraditional college, it takes a strong leader to

ensure success.

B1.

The first strength of the institution is the University of

Memphis is well established. Unlike new online universities or

universities that have changed from private to public, the

University of Memphis has been a Tennessee Public Institution

since 1912. The campus has remained in the same location, for all

103 years. The impeccable preservation and maintenance of the

campus, has allowed most of the original buildings to remain in

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISworking order for students, faculty and staff. A 103 year-old

university gives present students, future students and alumni a

unique bond. During my employment at the University of Memphis

Alumni Association, I had the opportunity to interact with some

of the oldest living alumni, who are still proud to tell others

that they attended the University of Memphis. That sense of pride

keeps alumni invested in the visions and goals of the college,

long after graduation. In addition, because the University of

Memphis is well established it is able to attract a variety of

students. Out-of- state students attend the college for programs

that are not widely offered at other colleges. For example, the

Egyptology program or music recording program. In turn, the

University of Memphis is financially able to provide scholarships

to students for special degree offerings, attracting more

prestigious and committed students.

Second, the University of Memphis is geographically located

in a convenient location for students of Mississippi, Arkansas

and Tennessee. West Memphis, Arkansas directly connects to

downtown Memphis via the Memphis & Arkansas Bridge. The bridge

branches Interstate 55 across the Mississippi River, conjoining

8

Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISthe two cities. Also, the Northern border of Mississippi connects

to Memphis. Because of its geographical location to the two

states, the University of Memphis offers in-state tuition to

students in bordering counties. For the students living in those

counties, the University of Memphis is the closest four year

institution that they could choose to attend.

B2.

The first weakness of the University of Memphis is the fact

it is located in a crime -ridden city. Regardless of the prestige

of the school, if parents and students do not feel safe while

attending college, they will find a few colleges to attend. The

University of Memphis is 103 years old and is located at the edge

of one of the most dangerous and impoverished parts of Memphis.

Although, the University of Memphis tries to separate students

from crime, it is impossible to completely shield the students

from Memphis’ issues with robbery, gang violence and drug

trafficking, just to name a few. Students who live in the Memphis

area are negatively influenced by the portrayal of the University

of Memphis and surrounding areas in the media. The University of

Memphis employs over 30 Memphis police officers that specifically

9

Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISpatrol the University of Memphis, but it is difficult to

guarantee the protection of over 22,000 students simultaneously.

Second, the University of Memphis’s level of success is

affected because it is a commuter school. Student involvement is

the largest area that is affected. There is a lack of

participation in student activities because so many students

commute back home to their parents after class, every day. They

do not join clubs and organizations, because they are still

engaged in the traditional family life at home with their mother,

father and siblings. In addition, the number of students living

in on campus dorms and apartments are also affected. Living on

campus is expensive, so many students opt to live at home during

their college years and become a commuter student. Living in a

dorm during your first year of school is vitally important to

students at the University of Memphis. Specifically, it affects

their classroom attendance and performance by helping students

make connections that hold them accountable in the classroom. For

example, if students find a study buddy that lives inside their

dorm, they are much more likely to discuss classroom topics and

take notes in the case of an absence or sickness.

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B3.

The University of Memphis has the opportunity to attract new

students through athletics in upcoming years. In the past, many

athletic programs have suffered. The programs lacked funding from

alumni for scholarships and lacked support from students and

fans. During the 2013-2014 school year, the University of Memphis

made a move to the Big East athletic conference. Prior to the U

of M’s acceptance to join the conference, several of the largest

schools pulled out of the conference, including Louisville,

Villanova and St. John’s. With less competition involved, the

university was able to use the situation to gain notoriety within

the conference. Joining the Big East conference has helped the

University of Memphis Athletics brand their programs and

continues to show opportunities for more success in the future.

Second, the University of Memphis has the opportunity to

enroll more community college students. Memphis is the closest

four-year institution to several community colleges. Dyersburg

State Community College and Southwest Tennessee Community College

are both part of feeder programs for the University of Memphis.

These feeder programs help students to complete the classes that

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISare not degree specific, before enrolling and paying tuition at a

four-year institution. The University of Memphis is working to

simplify the enrollment process for community college students,

which attracts more students who wish to complete a bachelor’s

degree or beyond.

B4.

First, the University of Memphis acquired the University of

Lambuth in Jackson, Tennessee. Lambuth was formerly a privately

owned university that got into financial trouble. The University

of Lambuth closed in 2013 and the University of Memphis chose to

turn it into a satellite school. Since, the University of Memphis

Lambuth Campus has struggled to enroll students. With several

other two and four year universities located in the area, Lambuth

has had a difficult time attracting students. After all, the

University of Memphis is just a little over an hour away from the

Jackson campus. Lambuth is a historic school, but many of the

buildings have had thousands of dollars of renovation, just so

the buildings can be up to code. The University of Memphis

Lambuth Campus could very likely be a terrible investment that

the University of Memphis might never make back.

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Second, the University of Memphis could very likely outgrow

its campus over the next decade. The campus is over 100 years old

and expansion on the original property is almost out of the

question. Several of the buildings need updating and some of the

programs are growing at an extremely rapid rate. For example,

nursing and teaching majors take classes on and off campus in

order to accommodate the demand for classes. The University of

Memphis risks losing students, if it does not find room and money

to expand the growing school.

C1.

Dr. David Rudd operates the University of Memphis based upon

the Servant Leadership Theory. The Servant Leadership Theory was

developed in 1977 by Robert K. Greenleaf. Greenleaf, who at the

time, was a company executive for AT&T when he developed the

theory. The definition of a servant leader includes, serving

first and leading second. In other words, servant-leaders choose

to serve others and end up leading through their service. Laub

(1999), a servant leadership training facilitator and author,

says, “Servant leadership is an understanding and practice of

leadership that places the good of those led over the self-

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISinterest of the leader” (p. 81). Non-servant leaders lack the

natural inclination to serve the group. Greenleaf felt the United

States was experiencing a leadership crisis. Leaders were being

chosen for positions, without considering the responsibilities

involved. He witnessed, “immoral and senseless wars, destruction

of the environment, poverty, alienation, discrimination and over-

population”(Greenleaf, 1977, p. 6). He hoped for a change in

leadership and his ideals caught on. Today, like Dr. Rudd, we see

servant leaders in all fields of work, but particularly the non-

profit sector. The non-profit industry was created particularly

to serve and meet the needs of others. Non-profit jobs offer

leaders a chance to find rewards in their every day jobs (Daft &

Egan, 2014). Dr. Rudd is a community builder. He impacts the

lives’ of thousands of students each school year, many of which

remain in Memphis. He has given the opportunity to learn and

succeed to the students. Dr. Rudd understands the impact his

willingness to serve has on present-day Memphis and the future of

the city. He and his team constantly seek out help to find

funding for research projects. His office aids in choosing the

award recipients for millions of dollars in scholarships and most

14

Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISrecently has halted tuition hikes. Second, Dr. Rudd is a strong

servant-leader because clings tightly to the missions and goals

of the organization. Holding the title of president at a

university comes with political pull. It would be easy for Dr.

Rudd to seek opportunities to glorify his own interests, losing

sight of all goals and visions creates a strong organizational

culture (Hays, 2008, p.113).

According to one researcher, “Leaders thus must not only

understand the

cultural consequences of the many ways in which growing

organizations

differentiate themselves but, more importantly, must align the

various subcultures that have been created towards a common goal”

(Schein, 1999, p.6). Each department is considered a different

subculture, but Dr. Rudd uses servant leadership to unite

everyone behind the mission and goals of the university.

C2.

The servant-leadership theory weakens Dr. Rudd’s ability to

lead because it strips away the power of traditional authority

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISfigures in higher education. When students see Dr. Rudd catering

to their wants and needs, it minimizes the power of his position.

Dr. Rudd is seen as the top enforcer of policy to over 22,000

students. In other words, if you visit the President, you’re in

big trouble. However, the servant leadership theory encourages

passivity, as opposed to autonomy. The President’s role is no

longer to command or control policy. Control and command are

arguably necessary in management situations. For example,

reprimanding students who have perhaps plagiarized a paper with

passivity sends mixed signals. Students attend college to learn.

They lack the knowledge and skills necessary to excel in the

workplace. Using command and control helps some students

recognize their potential to succeed.

The servant leadership theory also weakens leadership,

because it softens the hierarchy of leadership. Hierarchy is

important in higher education. Each person plays an important

role in the success of the University of Memphis. The servant

leader has different focuses than other leadership styles. For

example, if the faculty chair in the biology department operates

based upon an authoritative leadership style and Dr. Rudd is a

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISservant leader, the core characteristics for handling

disciplinary problems, finances and new fundraising projects

would vastly differ.

Last, the servant leadership theory causes other faculty and

staff to become unmotivated. Teamwork is necessary for success

and servant leaders highly value teamwork. Often times, servant

leaders are more willing to step in and take on another team

member’s task, out of concern that the task may not be completed

on time, the task may not be completed correctly, etc. This can

be extremely frustrating for non- servant leaders and cause them

to feel unmotivated to complete tasks on their own, without

asking for help. For example, if Dr. Rudd assigns the vice-

provost three assignments. The vice-provost informs Dr. Rudd that

he cannot meet the deadline and asks for an extension. Instead of

granting the extension, Dr. Rudd opts to complete the assignments

himself. Dr. Rudd sees himself as serving the vice-provost with

help, but the vice-provost sees it as Dr. Rudd interfering with

his workload and job description.

C3.

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First, participative leadership would maximize the success

of Dr. Rudd’s term as president. Participative leadership invites

other employees to give his or her input before the decision-

making process begins. Dr. Rudd would first brief the faculty,

staff or students with pertinent information, for example, the

pros and cons of the decision and how it might affect the

University of Memphis. Then, voting would take place, which would

aid Dr. Rudd in making the final decision. Participative

leadership is time consuming and probably should not be used in

every situation. However, big decisions that affect the future of

the University of Memphis should be decided upon carefully, while

taking many opinions and factors into consideration.

Participative leadership will improve job satisfaction, since

everyone can feel they have played a role in policy-making and

decision-making. Dr. Rudd will also be seen as more employee-

centered, since he is taking interest in the opinions or ideas of

his subordinates. Second, bring a situational leader will

maximize Dr. Rudd’s level of success during his term as President

of the University of Memphis. Situational leadership theory

suggests, “there is no one size fits all approach to leadership”

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHIS(Russell & Mizrahi, n.d., p. 154). Depending on the situation,

different levels of management are necessary. Through directing,

coaching, supporting and delegating, Dr. Rudd can decide which is

appropriate (Russell & Mizrahi, n.d, p. 154). Situational

leadership is vital in higher education. The curriculum,

professors and students are constantly changing. With a changing

work environment, leaders must be flexible with their leadership

approach. Situational leadership will improve the attitude of the

faculty and staff at the University of Memphis. Less experienced

faculty and staff members will feel less obligated to take one

tasks without being prepared, if they sense the flexibility of

Dr. Rudd. While, more experienced leaders can feel comfortable

telling Dr. Rudd they are ready for more complicated tasks (Daft

& Egan, 2014).

Third, being a contingent leader will maximize Dr. Rudd’s

level of success during his term as president. The contingency

leadership theory allows leaders to use their natural ability to

lead based on individual situations. The leader must consider

his or her own leadership style and apply it to the situation.

For example, Dr. Rudd knows he is naturally a relationship-

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Running Head: LEADERSHIP PRACTICES AT THE UNIVERSITY OF MEMPHISfocused leader. He takes pride in building relationships with his

faculty and staff, as well as his students. These relationships

drive him to succeed. Dr. Rudd has been given a task-oriented

assignment, which he is aware is his biggest weakness. Dr. Rudd

chooses to allow the vice president to complete the task, because

based upon the contingency leadership model, he is aware that she

is more suited to lead the assignment. The expected outcome of

Dr. Rudd becoming more of a contingent leader will be more

transparency in the workplace. If other faculty and staff members

see Dr. Rudd voluntarily giving assignments that he is less

inclined to complete to other leaders, more faculty and staff

members will be willing to admit that they are not comfortable

with leading the assignment, then assign it to someone who is

better suited for the job. Re-assigning a job can be seen as

weakness, but according to the contingency leadership model,

leaders are naturally inclined to excel in particular areas.

Therefore, allowing another leader to take the task is not a

weakness, but shows integrity and honesty.

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References

About the UofM. (2015, July 30). Retrieved from

http://www.memphis.edu/about/umhistory.php

Daft & Egan (2014). Management. Available from

http://ng.cengage.com/static/nb/ui/index.html?

nbId=37374&nbNodeId=6298189&deploymentId=90692213

Hays, J.M. (2008). Teacher as servant: Applications of

Greenleaf’s servant leadership

in higher education. Journal of Global Business Issues, Winter (2008),

p.113.

Retrieved from

http://climbatgwinnetttech.pbworks.com/w/file/fetch/

48707524/Hays%20

%20teacher%20As%20Servant%20-%20JGBI.pdf

Laub, J. A. (1999). Assessing the servant organization:

Development of the servant organizational

leadership assessment (sola) instrument [PDF]. Dissertation

Abstracts International, 60 (02), 308A. Retrieved from

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http://www.olagroup.net/Images/mmDocument/Laub

%20Dissertation%20Complete%2099.pdf

Russell, R., & Mizrahi, R. (n.d.). Development of a Situational

Model for Transformational Leadership. Journal of Leadership &

Organizational Studies, 154-163.

Spears, L. (2004). Practicing Servant-leadership. Leader to Leader,

(34), 7-11.

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Leadership Styles at the University of Memphis

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